Videofeedback som tidig samordnad insats : En undersökning av Marte Meo och samordningssamtal (MOS) som förebyggande arbete i skolan
(2025) In Lund dissertations in Social Work 73.- Abstract
- The dissertation concerns video feedback interventions (VF) aimed at interactions between parents, teachers and children, more specifically children who display disruptive behaviour problems (DBP) in school. To counteract early social exclusion, the dissertation emphasises the importance of fostering change processes, where parents and teachers in preschool and school play a significant role in supporting the child's opportunities for favourable emotional and psychosocial development. Based on the dual socialisation process that occurs within both the family and at school, effective collaboration and cooperation have proven essential in ensuring that the key individuals around the child, and the child, receive the support they need. The... (More)
- The dissertation concerns video feedback interventions (VF) aimed at interactions between parents, teachers and children, more specifically children who display disruptive behaviour problems (DBP) in school. To counteract early social exclusion, the dissertation emphasises the importance of fostering change processes, where parents and teachers in preschool and school play a significant role in supporting the child's opportunities for favourable emotional and psychosocial development. Based on the dual socialisation process that occurs within both the family and at school, effective collaboration and cooperation have proven essential in ensuring that the key individuals around the child, and the child, receive the support they need. The reciprocity inherent in the child's interactions with their environment means that adopting a transactional, systems-theoretical, and systemic perspective—
focusing on the child's surroundings and close relationships—can be beneficial.
In social work, there is a need for early, coordinated interventions aimed at identifying children and young people as soon as concerns begin to emerge. The dissertation comprises four experimental studies which examines the effect of VF-interventions and of a systemic, school-based VF intervention, incorporating Marte Meo and coordination meetings (MOS), which is aimed at children aged between 3 and 12, along with their parents and teachers. Study I is a systematic review of VF interventions for children, which included 29 experimental primary studies conducted between 1990 and 2014. The findings demonstrated a positive effect particularly on parental sensitivity, parental and child behaviour, and attachment. The theoretical perspectives in the studies varied, and common program components were found.
Studies II, III, and IV form a RCT which included 99 children recruited through already established structures in school. The children were randomly assigned either to the experimental group, which received MOS, or to the control group, which received services as usual in school or preschool. The studies indicated that the DBP decreased in the short term in both intervention groups, although MOS proved to be more effective. No generalisation effects were observed in the home setting in either intervention group.
The results from a one-year follow-up indicated a reduction in DBP also in the long term; however, the effect in both intervention groups was now greater, with no differences between them. The study also explored the parents’
experiences of psychological distress and self-efficacy in connection to the participation in MOS or receiving service as usual. The parents’ experience of psychological distress decreased while their self-efficacy increased in both groups—both in the short and long term. The findings favoured MOS, both on a group and individual level, with the largest effects on psychological distress.
Altogether, the studies demonstrate that VF interventions can contribute to improving interactions between children and their parents and teachers, as well as that it is possible using a low-intensity systemic school-based VF intervention to reduce DBP in school within eight months—with the effect increasing over time. Given that even
small changes have proven to be significant in the school environment, a reduction in DBP in more than half of the children may have had a positive impact, on the children’s daily lives and on classmates, as well as on the teachers.
The dissertation contributes knowledge about how preschools and schools can serve as an alternative arena for early, coordinated interventions within the framework of social work within a school environment and in a nonclinical setting, close to the natural environment of the child. (Less) - Abstract (Swedish)
- Avhandlingen bidrar med kunskap inom fältet tidiga interventioner och tidiga
samordnade insatser, i synnerhet inom skolsocialt arbete. I en systematisk
översikt undersöks vilka studier som utförts av videofeedbackinterventioner
(VF) mellan 1990 och 2014 och om de haft önskad effekt. I likhet med tidigare
forskning visar den att VF kan påverka föräldrars och pedagogers samspel med
barn i positiv riktning.
I avhandlingen undersöks vidare effekten av en systemisk skolbaserad
VF-intervention, Marte Meo och samordningssamtal (MOS), i jämförelse
med insatser som vanligtvis görs i skolan. Målgruppen är barn, 3–12 år, som
uppvisar beteendeproblem i förskolan eller i skolan, samt deras föräldrar... (More) - Avhandlingen bidrar med kunskap inom fältet tidiga interventioner och tidiga
samordnade insatser, i synnerhet inom skolsocialt arbete. I en systematisk
översikt undersöks vilka studier som utförts av videofeedbackinterventioner
(VF) mellan 1990 och 2014 och om de haft önskad effekt. I likhet med tidigare
forskning visar den att VF kan påverka föräldrars och pedagogers samspel med
barn i positiv riktning.
I avhandlingen undersöks vidare effekten av en systemisk skolbaserad
VF-intervention, Marte Meo och samordningssamtal (MOS), i jämförelse
med insatser som vanligtvis görs i skolan. Målgruppen är barn, 3–12 år, som
uppvisar beteendeproblem i förskolan eller i skolan, samt deras föräldrar och
pedagoger. Resultaten visade en större positiv förändring i barnens uppvisade
beteendeproblem på kort sikt i MOS-gruppen jämfört med gruppen som fick
sedvanliga insatser i skolan. Vid ettårsuppföljningen var förändringen ännu
större, både för de barn som erhållit MOS och för de som erhållit sedvanliga
insatser, och det fanns inte längre någon skillnad mellan grupperna.
Föräldrarnas involvering ledde till minskade psykiska påfrestningar och en
ökad tilltro till den egna föräldraförmågan, framför allt i MOS-gruppen.
Genom att ha fokus på beteende och samspel i barnets nära relationer samt
stärka samverkan mellan hem och skola, går det att arbeta förebyggande
med riktat stöd i förskola och skola där problemen uppmärksammas. En tidig
samordnad intervention som MOS kan genom att minska barns uppvisade
beteendeproblem, på kort och lång sikt, bidra till att öka barns möjligheter till
inkludering och främja en gynnsam emotionell och psykosocial utveckling. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/dce382c7-4310-4ba9-b006-f0cfac658f66
- author
- Balldin, Stina LU
- supervisor
- opponent
-
- Professor Kvello, Øyvind, Norwegian University of Science and Technology
- organization
- alternative title
- Video feedback as early coordinated intervention : A study of Marte Meo and Coordination Meetings (MAC) as preventive work in schools
- publishing date
- 2025-08
- type
- Thesis
- publication status
- published
- subject
- keywords
- videofeedback, tidig samordnad intervention, Marte Meo, systemisk, skolbaserad, förebyggande, systematisk översikt, randomiserad kontrollerad studie, video feedback, early coordinated intervention, Marte Meo, systemic, School based, preventive, systematic review, randomised controlled study
- in
- Lund dissertations in Social Work
- volume
- 73
- edition
- 1
- pages
- 176 pages
- publisher
- Media-Tryck, Lund University, Sweden
- defense location
- Sh 128, G:a Köket, Allhelgona Kyrkogata 8, Lund
- defense date
- 2025-10-03 13:15:00
- ISSN
- 1650-3872
- ISBN
- 978-91-89604-80-3
- language
- Swedish
- LU publication?
- yes
- id
- dce382c7-4310-4ba9-b006-f0cfac658f66
- date added to LUP
- 2025-08-11 09:43:26
- date last changed
- 2025-08-11 15:51:23
@phdthesis{dce382c7-4310-4ba9-b006-f0cfac658f66,
abstract = {{The dissertation concerns video feedback interventions (VF) aimed at interactions between parents, teachers and children, more specifically children who display disruptive behaviour problems (DBP) in school. To counteract early social exclusion, the dissertation emphasises the importance of fostering change processes, where parents and teachers in preschool and school play a significant role in supporting the child's opportunities for favourable emotional and psychosocial development. Based on the dual socialisation process that occurs within both the family and at school, effective collaboration and cooperation have proven essential in ensuring that the key individuals around the child, and the child, receive the support they need. The reciprocity inherent in the child's interactions with their environment means that adopting a transactional, systems-theoretical, and systemic perspective—<br/>focusing on the child's surroundings and close relationships—can be beneficial.<br/>In social work, there is a need for early, coordinated interventions aimed at identifying children and young people as soon as concerns begin to emerge. The dissertation comprises four experimental studies which examines the effect of VF-interventions and of a systemic, school-based VF intervention, incorporating Marte Meo and coordination meetings (MOS), which is aimed at children aged between 3 and 12, along with their parents and teachers. Study I is a systematic review of VF interventions for children, which included 29 experimental primary studies conducted between 1990 and 2014. The findings demonstrated a positive effect particularly on parental sensitivity, parental and child behaviour, and attachment. The theoretical perspectives in the studies varied, and common program components were found.<br/>Studies II, III, and IV form a RCT which included 99 children recruited through already established structures in school. The children were randomly assigned either to the experimental group, which received MOS, or to the control group, which received services as usual in school or preschool. The studies indicated that the DBP decreased in the short term in both intervention groups, although MOS proved to be more effective. No generalisation effects were observed in the home setting in either intervention group. <br/>The results from a one-year follow-up indicated a reduction in DBP also in the long term; however, the effect in both intervention groups was now greater, with no differences between them. The study also explored the parents’<br/>experiences of psychological distress and self-efficacy in connection to the participation in MOS or receiving service as usual. The parents’ experience of psychological distress decreased while their self-efficacy increased in both groups—both in the short and long term. The findings favoured MOS, both on a group and individual level, with the largest effects on psychological distress.<br/>Altogether, the studies demonstrate that VF interventions can contribute to improving interactions between children and their parents and teachers, as well as that it is possible using a low-intensity systemic school-based VF intervention to reduce DBP in school within eight months—with the effect increasing over time. Given that even<br/>small changes have proven to be significant in the school environment, a reduction in DBP in more than half of the children may have had a positive impact, on the children’s daily lives and on classmates, as well as on the teachers. <br/>The dissertation contributes knowledge about how preschools and schools can serve as an alternative arena for early, coordinated interventions within the framework of social work within a school environment and in a nonclinical setting, close to the natural environment of the child.}},
author = {{Balldin, Stina}},
isbn = {{978-91-89604-80-3}},
issn = {{1650-3872}},
keywords = {{videofeedback; tidig samordnad intervention; Marte Meo; systemisk; skolbaserad; förebyggande; systematisk översikt; randomiserad kontrollerad studie; video feedback; early coordinated intervention; Marte Meo; systemic; School based; preventive; systematic review; randomised controlled study}},
language = {{swe}},
publisher = {{Media-Tryck, Lund University, Sweden}},
school = {{Lund University}},
series = {{Lund dissertations in Social Work}},
title = {{Videofeedback som tidig samordnad insats : En undersökning av Marte Meo och samordningssamtal (MOS) som förebyggande arbete i skolan}},
url = {{https://lup.lub.lu.se/search/files/225135118/Avhandling_Stina_B_LUCRIS.pdf}},
volume = {{73}},
year = {{2025}},
}